Learning Disorders
Sandile Radebe
Specific Learning Disorders (SLD)
• Specific learning disorder (often referred to as learning
disorder or learning disability) is a neurodevelopmental
disorder that begins during school-age, although may not
be recognized until adulthood.
• Learning disorders refers to ongoing problems in one of
three areas, reading, writing and math, which are
foundational to one’s ability to learn.
Diagnostic Criteria
A. Difficulties learning and using academic skills, as indicated by the presence of at
least one of the following symptoms that have persisted for at least 6 months,
despite the provision of interventions that target those difficulties:
1. Innacurate or slow and effortful word reading (e.g., reads single words aloud
incorrectly or slowly and hesitantly, frequently guesses words, has difficulty
sounding out words).
2. Difficulty understanding the meaning of what is read (e.g. , may read text
accurately but not understand the sequence, relationships, inferences, or deeper
meanings of what is read).
3. Difficulties with spelling (e.g., may add, omit, or substitute vowels or consonants).
4. Difficulties with written expression (e.g., makes multiple grammatical or
punctuation errors within sentences; employs poor paragraph organization;
written expression of ideas lacks clarity).
Diagnostic Criteria
5. Difficulties mastering number sense, number facts, or
calculation (e.g., has poor understanding of numbers, their
magnitude, and relationships; counts on fingers to add
single-digit numbers instead of recalling the math fact as
peers do; gets lost in the midst of arithmetic computation
and may switch procedures).
6. Difficulties with mathematical reasoning (e.g., has severe
difficulty applying mathematical concepts, facts, or
procedures to solve quantitative problems).
Diagnostic Criteria
• B. The affected academic skills are substantially and quantifiably below those
expected for the individual's chronological age, and cause significant interference with
academic or occupational performance, or with activities of daily living, as confirmed
by individually administered standardized achievement measures and comprehensive
clinical assessment. For individuals age 17 years and older, a documented history of
impairing learning difficulties may be substituted for the standardized assessment.
• C. learning difficulties begin during school-age years but may not become fully
manifest until the demands for those affected academic skills exceed the individual's
limited capacities (e.g., as in timed tests, reading or writing lengthy complex reports
for a tight deadline, excessively heavy academic loads).
• D. he learning difficulties are not better accounted for by intellectual disabilities,
uncorrected visual or auditory acuity, other mental or neurological disorders,
psychosocial adversity, lack of proficiency in the language of academic instruction, or
inadequate educational instruction.
Classification of SLD
• It is important to understand the different specifications of
SLD as each impairment has its own specifier.
• SLD with impairment in reading (Dyslexia) - difficulties with
word reading, fluency, and reading comprehensions.
• SLD with impairment in written expression (Dysgraphia) -
difficulties with spelling accuracy, grammar and punctuation,
clarity or organization of written expression.
• SLD with impairment in mathematics (Dyscalculia) –
difficulties with number sense, memorization of arithmetic
facts, accurate or fluent calculation, accurate math reasoning.
Prevalence
• 5%-15% among school-age children across different
languages and cultures.
• Prevalence in adults is unknown but appears to be
approximately 4%.
Causes of SLD
• Genetics – hereditary (history in family)
• Individual differences in the brain
• Medical reasons
• Problems during the mother’s pregnancy
• Studies have shown, too, that prenatal poor nutrition or
exposure to toxic substances can cause specific learning
disorder.
• Environmental factors
Treatment
• There is no “cure,” specific learning disorder can be
successfully managed throughout one’s life
• Early intervention is key
• Accommodations - such as additional time on tests and
written assignments, using computers for typing rather
than writing by hand, and smaller class size.
• Therapy
